ITL512 v1

Benjamin, A. (2014). Focus on text: tackling the common core reading standards, grades 4-8. Routledge.
As schools shift to the Common Core, many English language arts teachers are left with questions about how their classrooms should look. Is fiction out? Can I still do strategy instruction? Does close reading mean deliberating on each word? Finally, there's a resource with all of these answers and more. In Focus on Text, bestselling author Amy Benjamin provides practical guidance on how to realistically implement the Common Core reading standards. Part I of the book examines misconceptions about the standards and what's really required. It also takes you inside classrooms
Read:
Chapter 2: Text Complexity and Readability Measurements
Chapter 4: Assessments for the Reading Standards
Chapter 9: Reading Standard 10: Range of Reading and Level of Text Complexity

MacBlain, S., Long, L., & Dunn, J. (2015). Dyslexia, literacy and inclusion: Child-centered perspectives. SAGE Publications.
Concentrating on the goal of raising literacy standards for children with dyslexia and developmental literacy difficulties, the book outlines holistic approaches for meeting the needs of children with dyslexia and developmental literacy difficulties and describes child-centered approaches for assessment, intervention, and creating inclusive cultures for literacy learning in the mainstream primary school.
Read:
Chapter 4: Child-Centred Approaches to the Identification and Assessment of Dyslexia and Developmental Literacy Difficulties

Milner, R.H. (2018). Confronting inequity/Assessment for equity. Educational Leadership, 75(5). http://www.ascd.org/publications/educational-leadership/feb18/vol75/num05/Assessment-for-Equity.aspx
As educators, we need appropriate assessment tools to determine what students know and what they have learned in order to revise and refine our (educators’) practices.

National Council of Teachers of English. (2020, November 11). Expanding formative assessment for equity and agency [Position statement].
The purposes of this position statement are threefold and of equal importance: to clarify the meaning of the term “formative”; to describe the conditions necessary for teachers to use assessment to inform their teaching and support students’ learning; and to specify what it means to practice formative assessment inclusively in support of all learners.

Nilsson, N. (2008). A critical analysis of eight informal reading inventories. The Reading Teacher, 61,(7), 526–536. https://doi.org/10.1598/RT.61.7.2
For this content analysis study, the author examined and cross‐compared the various ways in which eight informal reading inventories (IRIs) published from 2004 to 2008 address key issues relevant to new U.S. federal guidelines and the National Reading Panel's five critical components of reading instruction.

Project Implicit. (2011). Implicit Association Test. https://implicit.harvard.edu/implicit/takeatest.html
On the page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

Lexile & Quantile Hub. (n.d.). Hub.lexile.com. https://hub.lexile.com/find-a-book/search
The program provides meaningful instruction that helps educators learn how to use Lexile and Quantile measures to differentiate instruction, communicate effectively with parents and peers, and improve student learning.>